WAN IZWANIS IZURIN BINTI WAN UBAIDILLAH . MUHAMMAD DANIAL BIN MOHAMED FAROOK NUR AIRIN BINTI MOHD NAZRI . HARITH HAZWAN BIN NORDIN . NUR NADIRAH BINTI ISMAIL SITI WARDATUL SYAZWANA BINTI ABDUL RAHMAN . BADRUL AMIN BIN JOHARI DYSCALCULIA A COMPLETE BEGINNER'S GUIDE FOR EDUCATORS
CONTENT IINNTTRROODDUUCCTTIIOONN Overview Desired Outcomes UUNNIITT 11 :: BBAASSIICC TTOO DDYYSSCCAALLCCUULLIIAA (1.1)Overview of Unit (1.2)Definition (1.3)Types (1.4)Causes (1.6)Review Activity: Mismatch Flashcard UUNNIITT 22 :: AASSSSEESSSSMMEENNTT AANNDD IINNTTEERRVVEENNTTIIOONN TTEECCHHNNIIQQUUEE (2.2)Standard Operation Procedure UUNNIITT 33 :: CCAASSEE SSTTUUDDYY (3.1)Dyscalculia in Algebra: A Case Study SSUUMMMMAARRYY (1.5)Symptom (2.3)Example of Assessment (2.4)Other Tools To Identify Dyscalculia (2.5)Intervention Technique Through Teaching Aids (2.6)Intervention Technique Through Pedagogy (2.7)Review Activity: Simulation RREEFFEERREENNCCEESS (2.1)Overview of Unit
The module "Dyscalculia: A Complete Beginner's Guide for Educators" gives an extensive description of dyscalculia, a specific learning disorder that affects an individual's ability to understand and work with numbers. This module discusses dyscalculia definition, symptoms, types, causes, assessment, intervention techniques and case study in order to raise awareness among educators in primary schools regarding pupils who have the condition. The educators will have the chance to learn from this module, which will also serve as their future manual. The introductory section contains information on the problem statement, which describes the type of problem or difficulty related to dyscalculia learning disabilities that prompted us to create this module. This section also discusses the module "Dyscalculia: A Complete Beginner's Guide for Educators” objectives and desired outcomes. Unit 1: Basic to Dyscalculia covers the definition, symptoms, types and causes of dyscalculia. Educators often miss out on great learning opportunities and are blind to learning hurdles because they lack situational awareness. It is essential to work with educators, specialists, and professionals experienced in dyscalculia to tailor interventions and strategies to the individual's specific needs. Dyscalculia is a specific learning disability that affects mathematical learning and understanding. With appropriate support and intervention, individuals with dyscalculia can develop strategies to overcome their challenges and improve their mathematical abilities. Unit 1.2: Intervention Techniques and Activities to Support Dyscalculia will include activities and strategies to support dyscalculia students, which will provide some activities or strategies that teachers can implement when dealing with dyscalculia students in class. Introduction Overview 1 Overview
2 Unit 3, titled "Case Study on Dyscalculia," serves as the concluding section of the module. It showcases a real-life scenario of a student struggling with Dyscalculia and explores various strategies employed by educators to assist them. By presenting this case study, the aim is to provide educators with a deeper understanding and familiarity with dyscalculia, enabling them to be more mindful of this learning difficulty while instructing in the classroom. Introduction Overview
3 Increased understanding of dyscalculia: The module will provide educators with a deeper understanding of dyscalculia, including its definiton, characteristics and impact on students' mathematical abilities. Early identification and intervention: Educators will learn about the early signs and indicators of dyscalculia, allowing them to identify struggling students more effectively. By recognizing dyscalculia at an early stage, educators can implement appropriate interventions and support strategies promptly, increasing the chances of students' success. Individualized support plans: The module will guide educators in developing individualized support plans for students with dyscalculia. Educators will learn how to identify specific areas of difficulty for each student and design targeted interventions to address those challenges. This may involve setting achievable goals, providing extra practice opportunities, and monitoring progress regularly. Assistive technology and resources: The dyscalculia module will introduce educators to various assistive tools and resources available to support students with dyscalculia. They will also gain knowledge of reputable educational resources and materials specifically designed for dyscalculia intervention. Throughout this module, there are several benefits which can be achieve in order to enhance their ability to support students with dyscalculia. Here's a description of how educators can benefit from this dyscalculia module: Introduction Desired Outcomes Desired Outcomes
4 Building inclusive classrooms: Educators will gain strategies to create inclusive classrooms that cater to the diverse needs of students, including those with dyscalculia. By implementing inclusive practices, educators can promote a supportive and accessible learning environment where all students can thrive academically and emotionally. Professional growth and development: Engaging with the dyscalculia module can contribute to educators' professional growth and development. By expanding their knowledge and skills in dyscalculia support, educators can become more effective practitioners, better equipped to meet the needs of students with dyscalculia and contribute to their overall educational success. Introduction Desired Outcomes
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6 Unit 1 covers the basic concept of dyscalculia. Educators often miss out on great learning opportunities and are blind to learning hurdles because they lack situational awareness. It is essential to work with educators, specialists, and professionals experienced in dyscalculia to tailor interventions and strategies to the individual's specific needs. Dyscalculia is a SPECIFIC LEARNING DISABILITIES that affects mathematical learning and understanding. With appropriate support and intervention, individuals with dyscalculia can develop strategies to overcome their challenges and improve their mathematical abilities. Overview of Unit Unit 1 Chapter 1.1 Basic to Dyscalculia Overview Being aware of the definition of dyscalculia provides a clear understanding of this specific learning difficulty related to mathematics. Understanding the effects of dyscalculia helps educators recognize the impact it can have on students' mathematical abilities and overall academic performance. Familiarizing oneself with the different types of dyscalculia allows for a more accurate identification and targeted support for each student's specific challenges. Recognizing the symptoms of dyscalculia helps educators identify potential signs in students, facilitating early intervention and support. Understanding the causes of dyscalculia provides insights into the underlying factors that contribute to this learning difficulty, informing educators' approaches to intervention and support strategies. Definition Affect Types Symptom Causes Review Activity: Mismatch Flashcard Slide and notes Flashcards Discussion and Reflections Purpose Flow of Unit Materials and methods: Additional Information/References https://www.unicef.org/eca/sites/unicef.org.eca/files/2019-03/ToT_Module_3_0.pdf https://www.kpu.ca/sites/default/files/Learning%20Centres/Think_SpacedRepetition_LA.pdf
Students with dyscalculia have difficulties in understanding what numbers mean, remembering mathematics facts, and steps to complete mathematics problems or may have difficulty with visualspatial concepts used in making patterns or in geometry. They cannot understand basic operations like telling time, using money, addition, subtraction, multiplication and division and more abstract problems (for example, +, -, ×, or ÷). Basic to Dyscalculia Definition Unit 1 Chapter 1.2 7 Definition of Dyscalculia Dyscalculia is a broad term for severe difficulties in mathematics. It includes all types of mathematics problems ranging from inability to understand the meaning of numbers to inability to apply mathematics principles to solve problems. Dyscalculia also known as ‘number blindness’ or ‘acalculia’ is defined as a cognitive disorder manifested by disturbance of arithmetic ability. 6% of children who attend school bear from dyscalculia. in approximate of Malaysia students in 2020 having this difficulties 283,800 How dyscalculia affect students in general?
Basic to Dyscalculia Types Unit 1 Chapter 1.3 8 Types of Dyscalculia • Verbal (interpretation of verbal math terms) • Operational (performing basic arithmetic operations) • Lexical (reading, written math terms, symbols) • Graphical (symbol manipulation) • Ideognostic (mental calculations) • Practognostic (pictorial representation) Causes of Dyscalculia Dyscalculia is caused by the dysfunction of mathematical processes and areas in the brain. 6% of the pupil population suffers from dyscalculia, which is about the same number as dyslexics (LDAM, 2005). Studies have shown that numerical magnitude is processed in the intra parietal that sulcus, or the IPS, located in the parietal lobe of the brain. Data suggests that there is a disruption between the activity of the IPS and numerical distance in dyscalculic children (Ansari, 2008).The IPS in dyscalculic children is disconnected or may be somewhat deficient.
Basic to Dyscalculia Types Unit 1 Chapter 1.4 9 Dyscalculia and cerebral locations - Developmental abnormalities in both cerebral hemispheres can lead to Developmental Dyscalculia (DD), (O'Hare, Brown & Aitken,1991). Right hemispheric dysfunction leads to difficulties understanding the properties of quantities, spatial learning problems (for example, understanding and using place value) and using arithmetic knowledge to solve real life problems. Left hemispheric dysfunction leads to difficulty comprehending the abstract meanings of numbers, sequencing numerically and mathematic operations. Left Hemisphere Right Hemisphere The following pictures show the left and right hemispheres of the brain.The IPS in each picture is highlighted in yellow. The colors (blue, green, and red) represent other abnormalities.
Basic to Dyscalculia Symptoms 10 Symptoms Has trouble learning to count Struggles to connect a number to an object, such as knowing that “3” applies to groups of things like 3 cakes, 3 cars, or 3 friends. Struggles to recognize patterns, like smallest to largest or tallest to shortest. They have a hard time classifying objects by shape and size. Pre-school Primary school Has difficulty learning and recalling basic number facts such as number bonds, e.g. 6 + 4 = 10. Still uses fingers to count instead of using more advanced strategies (like mental mathematics. Poor understanding of the signs +, -, xx and x or may confuse these mathematical symbols Struggles to recognize that 3 + 5 is the same as 5 + 3 or may not be able to solve 3 + 26 ‒ 26 without calculating Has trouble with place value, often putting numbers in the wrong column. May not understand mathematics language or be able to devise a plan to solve a mathematics problem. Finds it difficult to understand mathematics phrases like greater than and less than Has trouble keeping score in sports or games Has difficulty working out the total cost of items and can run out of money May avoid situations that require understanding numbers, like playing games that involve mathematics. 4-6 years old 7-12 years old Unit 1 Chapter 1.5
Basic to Dyscalculia Symptoms 11 Secondary school Struggles to understand information on charts and graphs. Has trouble finding different approaches to the same mathematics problem, such as adding the length and width of a rectangle and doubling the answer to solve for the perimeter (rather than adding all the sides). Struggles to learn and understand reasoning methods and multi-step calculation procedures Has trouble measuring items like ingredients in a simple recipe or liquids in a bottle. Lacks confidence in activities that require understanding speed, distance and directions, and may get lost easily. Has trouble applying mathematics concepts to money, such as calculating the exact change Adults Continued difficulty with all math concepts and functions. Trouble managing bank accounts and paying bills. Continued difficulty with time management. Gravitation toward careers that do not require a lot of math. Reliance on adaptive math techniques and devices, such as calculators, banking apps, electronic organizers. 13 - 17 years old 18 years old and above Unit 1 Chapter 1.5
ADULTS SECONDARY SCHOOL Participants need to know how to analyze the statement based on what they have go through in Unit 1 : Basic to Dyscalculia. Participants need to search for the correct answer for symptoms and stages of dyscalculia, and identify any mismatches using the flashcards. The trainer gives an introduction to the activity by introducing the flashcard activity and explaining the purpose of using mismatch flashcards in checking awareness about dyscalculia, types, causes, symptoms, and its impact on learning and everyday life. Trainer will clearly explain the rules of the game, ensuring that the participants understand how to play. Rules of Mismatch Flashcard : 1. 2. Review Activity: Mismatch Flashcard 12 Basic to Dyscalculia Activity to Recollect Theory of Dyscalculia Unit 1 Chapter 1.6 Introduction to Mismatch Flashcard activity Example of cards Struggles to understand information on charts and graphs. Trouble managing bank accounts and paying bills PRIMARY SCHOOL
Review Activity: Mismatch Flashcard 13 Hand out the flashcards to the participants or groups. Make sure each participant has a set of mismatch flashcards, consisting of statements and mismatched answers. Once the matching phase is complete, gather everyone together for a discussion. Participants need to share their matches and explains. If any incorrect matches or mismatches are identified, use this opportunity to correct misconceptions and the correct information will be provided after. If time permits, repeat the activity with different sets of flashcards or rotate the flashcards among the participants or groups. Wrap up the activity by summarizing the key learning points and insights gained through the game. The participants need to match the statements with their correct answers less than 10 minutes. Basic to Dyscalculia Activity to Recollect Theory of Dyscalculia Unit 1 Chapter 1.6 Flow on how to play the Mismatch Flashcard Benefit of the Mismatch Flashcard game Participants can recall back basic information about dyscalculia. Strengthen the memory of the participants on the learning mathematics disability, dyscalculia.
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15 Unit 2 provides a comprehensive overview of the fundamental approach for students with dyscalculia. It emphasizes the importance of learning how to assess and intervene with these students to ensure their success in mathematics. Educators can support students by understanding their unique challenges, offering personalized assistance, and implementing effective interventions that foster the development of strategies and improved mathematical abilities, ultimately leading to academic thriving. Overview of Unit Unit 2 Chapter 2.1 Assessment and Intervention Technique Overview Learning how to identify students with dyscalculia allows educators to accurately diagnose and address this specific learning difficulty. Understanding the challenges faced by students with dyscalculia enables educators to provide tailored support and accommodations to promote their success in mathematics. Implementing effective interventions for students with dyscalculia helps them develop strategies, improve their mathematical abilities, and thrive academically. Standard Operation Procedure Example Of Assessment Other Tools To Identify Dyscalculia Intervention Technique Through Teaching Aids Intervention Technique Through Pedagogy Slide and notes Discussion and Reflections Purpose Flow of Unit Materials and methods:
Mathematics teacher conducts informal assessment such as quizzes and project based-learning to gather additional information in identifying the signs of the student having dyscalculia. Unit 2 Chapter 2.2 Assessment and Intervention Technique Standard Operation Procedure 16 1) Initial Observation Mathematics teacher notice signs of student having difficulty in mathematical skills through initial assessment provided in the class. 2) Informal Assessment 3) Consultation from specialist Seeking advice, experience, valuable insight and suggestion from mathematics specialist for further assessments or interventions in recognizing student having dyscalculia. 4)Formal Assessment Formal assessment such as standardized tests conducted by school psychologist or a specialist in learning disabilities as to evaluate the student's mathematical abilities comprehensively. Standard Operation Procedure Monitoring through Intervention Techniques While awaiting the diagnosis results for students with disabilities, the teacher implements intervention techniques through recommended activities aimed at reducing the impact of dyscalculia Teaching Aids There are a lot of online and physical teaching aids to support dyscalculia students such as Adding Nine- Tricks, Mathematics Intelligent Stick, 2-Dimensional Puzzles Stick and many more. Pedagogy In order to enhance teaching and learning planning, several approaches can be adopted, including the incorporation of multiple assessment methods, utilization of visual aids, and emphasizing students' strengths.
Example of Assesment Unit 2 Chapter 2.3 Assessment and Intervention Technique Example of Assessment 17
Unit 2 Chapter 2.3 Assessment and Intervention Technique Example of Assessment 18 Example of Assesment
Unit 2 Chapter 2.3 Assessment and Intervention Technique Example of Assessment 19 Example of Assesment
Unit 2 Chapter 2.3 20 Example of Assesment Assessment and Intervention Technique Example of Assessment
Unit 2 Chapter 2.3 21 Example of Assesment Assessment and Intervention Technique Example of Assessment
Tools Description Dyscalculia Screener This tool can help parents and teachers figure out if their kids have dyscalculia. Through a list of questions and tasks, it measures a child's math ability and understanding (Butterworth,2003 as cited in Pandy S.& Argawal S.,2014). Standardized tests 1.TEDI-MATH (Test of Early Developmental Impairment in Mathematics) The test assesses children's mathematical abilities between the ages of 3 and 8. This test measures number sense, counting, and basic math skills. 2. The Woodcock-Johnson IV Tests of Achievement Children and adults between 2 and 90 years of age take these standardized tests to assess their academic skills. This test includes a math assessment in which measures a person's ability to apply math concepts and solve mathematical problems. Direct observation The WIAT-III (Wechsler Individual Achievement Test-Third Edition) There are a lot of academic skills assessed with this tool, including mathematics. This program is for kids and adults from ages 4 to 50. Unit 2 Chapter 2.4 22 Other tools to identify Dyscalculia Assessment and Intervention technique Tools to Identify Dyscalculia
Activity 1: Adding Nines - Tricks Deep understanding on addition concept Explore tricky method in solving addition Number "nine" is the main number to be added with other one-digit number Question paper To add nine to any one-digit number, write the answer one number smaller by one and place number one in front of it. Check the answer by calculating manually or using calculator. 1. 2. Examples: Assessments / Activities : Answer Scheme : Assessment and Intervention technique Intervention Technique Through Teaching Aids Unit 2 Chapter 2.5 23 Instruction : Aim : Material : Pencil Intervention Technique Through Teaching Aids
Aim : Introducing kids on how to regrouping and place value with bundle craft sticks Understanding expanded form Understanding standard form Understanding difference between expanded form and standard form Introduce addition and subtraction concept Solving mathematical problems using sticks Material : Kid Mathematic Intelligent Stick (Montessori) Unit 2 Chapter 2.5 24 Activity 2: Mathematics Intelligent Stick (Montessori) Instruction : Student need to arrange the bundle stick according to its expanded form. Student need to spell out the name value of the number "twelve". One bundle stick consists of 10 sticks (mix- color stick) Teacher ask students to solve 45-4 by using sticks Students need to take 4 bundles set of sticks (10 sticks for each bundle), then ask them to take another 5 sticks to form 45 total sticks. Then ask students to subtract or split apart of 4 sticks from the total of 45 sticks. Let student count the remaining sticks left (41 sticks) and find out the number of bundles left and separate sticks left. Student can play around the stick, the number blocks and the mathematics operation in solving problems 1. Expanded Form (Tell student what is made up of) 12 = 10 + 2 2. Standard Form (Tell student the name of the number) 12 3. Solving Mathematical Problem 4. Addition, Subtraction, Division and Multiplication with color sticks SCAN ME MATHEMATICAL INTELLIGENT STICK SSCCAANNHHEERREEFFOORR TTUUTTOORRIIAALLUUSSIINNGG MMAATTHHEEMMAATTIICCAALL IINNTTEELLLLIIGGEENNTTSSTTIICCKK Assessment and Intervention technique Intervention Technique Through Teaching Aids
Aim : Introduction basic of 2- Dimensional shapes to student Exploring variety of 2D shapes Understanding the characteristics for each of 2D shapes Solving mathematical problems using sticks Material : 2-Dimensional puzzles stick with different shapes Stimulate memory, cognitive, problemsolving, visual perception and fine moto skills Square Triangle Rectangle Circle Pentagon Number of sides Number of corners / vertices 1.Basic 2-Dimensional Shapes ~Student need to identify basic 2D shapes 2. Introduce basic properties 2D Shapes ~Student need to identify basic properties for each of the 2D shapes 3. Solving Mathematical Problem (Puzzle) ~Student need to arrange the puzzle stick to form 2D shapes according to their basic properties. ~Student need to speak out loud the name of the shape in front of the teacher after finish puzzling the sticks. Instruction : 25 Activity 3: 2-Dimensional Puzzles Stick SSCCAANNHHEERREEFFOORRTTUUTTOORRIIAALLOOFF MMAAKKIINNGGPPUUZZZZLLEESSSSTTIICCKKSS SCAN ME tutorial making puzzles stick Unit 2 Chapter 2.5 Assessment and Intervention technique Intervention Technique Through Teaching Aids
Aim : Tapping out or pushing down poppit bubbles for numbers help children connect symbols to actual value. Able to "feel" the presence of the value counted through tapping out the pop-it tools Beneficial in introducing odd and even number and multiplication concept. Constructivism Learning Theory applied Material : Pop-It Tools Marker Pen Unit 2 Chapter 2.5 26 Activity 4: Pop-It Multisensory Learning Practices Instruction : Teacher introducing odd and even number in the class. Teacher speak out the odd number and let student tapping out odd number on the pop-it tools. Teacher monitor and guide student during the process of tapping. Teacher speak out the even number and let student tapping out even number on the pop-it tools. Teacher monitor and guide students and check the final result on the pop-it. Correct them if they make a mistake by repeating the activities. Teacher ask student to list out multiples of 2 by tapping out the pop-it tools. Students need to tapping sets of 2. Student need to count as they tapping the pop=it as to recognize the multiples of 2. Every second number gets a louder tap. Student need to write down the tapping number on a paper. ("1,2,3,4,5,6,7,8,9,10!") Upon completion, students will have a list of multiples 2 which they can use the answer for multiplication and division problems. 1. Odd and Even Number 2. Multiplication SSCCAANNHHEERREEFFOORR TTUUTTOORRIIAALLOOFFPPOOPP--IITT AACCTTIIVVIITTIIEESS Critical Thinking Skills Problem Solving Skills Social and Communication Skills Cognitive Skills Mathematical skills develop SCAN ME TUTORIAL OF MAKING AND TAPPING OUT POP-IT LEARNING Assessment and Intervention technique Intervention Technique Through Teaching Aids
Aim : Introduction basic concept of fractions Student able to "see" and "touch" fractions concept using pizza plate. Highlighting the concept of fractions through cutting slices of pizza with different size (fractions). Solving mathematical problems using paper plate pizza. Material : Paper plate with pizza decorations. Different colors for different sizes slices help children match equivalent fractions such as 2/8 and 1/4. Teacher provide paper plate pizza and a piece of questions paper to student. Student need to arrange paper plate pizza according to the questions and fractions. Student need to choose the correct sizes of pizza to answer the questions. Student can choose different colors of different size of pizza slices to answer the questions. Student need to mix and match different sizes of paper plate pizza to form a "whole" pizza. Student need to arrange paper plate pizza according to the addition and subtraction. Student need to find out the "addition" of different sizes of paper plate pizza to form a "whole" pizza. Student need to find out the "subtraction" of different sizes of paper plate pizza to form "half" or "quarter" of pizza. 1.Division / Fractions 2. Finding Equivalents Fractions 3. Addition and Subtraction Instruction : 27 Unit 2 Chapter 2.5 Activity 5: Paper Plate Pizza Fractions SSCCAANNHHEERREEFFOORRTTUUTTOORRIIAALLOOFF FFRRAACCTTIIOONNSSAACCTTIIVVIITTIIEESS SCAN ME tutorial making and playing paper plate pizza fractions Children learn to form the "whole" pizza with different size (fractions). Scissor (Handle by teacher) to cut different sizes of pizza. Marker pen (to write different fraction on the paper plate pizza). Assessment and Intervention technique Intervention Technique Through Teaching Aids
Aim : Introduce clocks to students on how to measure time. Long hour hand represent "minute" Short hour hand represent "hour" Introduce two different size of hour hand on the clocks Educate students how to construct their time. Constructivism Learning Theory applied Material : Paper plate clock (has been decorated) Marker Pen Instruction : Teacher introduce clock to students to measure time. Teacher introduce the element in the clock (hour hand, number) Teacher introduce two different size of hour hand: Teacher teach the basic concept in measuring time: Teacher present the time and ask student to read out loud the time. Teacher guide and help student to measure time. Teacher guide student how to move the hand of the clocks. Teacher let the student construct and create their own time. Teacher guide and facilitate student while they constructing their own time on the paper plate clock. Teacher ask student to state their time and give reason why they choose the time. Teacher introduce students time for Morning, Afternoon, Evening and Night Teacher ask student to move the hand of the clocks according to time for "breakfast, lunch, tea-time, dinner and supper". 1. What Time It Is? - Long Hand of the clock represent "Minutes" - Short Hand of the clock represent "Hour" - 1 Hour = 60 Minutes - 1 Minutes = 60 Seconds 2. Find your own time Unit 2 Chapter 2.5 28 Activity 6: Paper Plate Clock - What Time It Is? Numeracy Skills Critical Thinking Skills Time Management Skills Social and Communication Skills Cognitive Skills Mathematical skills develop SSCCAANNHHEERREEFFOORR TTUUTTOORRIIAALLMMAAKKIINNGG PPAAPPEERRPPLLAATTEECCLLOOCCKK SCAN ME tutorial making paper plate clock Assessment and Intervention technique Intervention Technique Through Teaching Aids
Aim : Introduce concept of arithmetic operations Helps to develop problem solving skills Enhance Brain-Hand-Eye Coordination and Reflexes Material : Arithmetic Cylindrical Cubes Improve Memory Instruction : Teacher will give the question by turning around the cylindrical cubes in front of the students. Students are required to solve the questions by turning around the answer section on the cylindrical cubes. The teachers will explain the concept of arithmetic operations during the activities. Arithmetic Operations (Addition, Subtraction, Multiplication, Division) Benefit : Helping student in recognizing the signs of +, -, x, ÷. Attract students' attention to learn mathematics in a more fun way without writing. Improve understanding on phrases like greater than and less than. Unit 2 Chapter 2.5 29 Activity 7: Arithmetic Cylindrical Cubes Assessment and Intervention technique Intervention Technique Through Teaching Aids SCAN ME Arithmetic cylindrical cubes SSCCAANNHHEERREEFFOORRAACCTTIIVVIITTYYTTOOOOLLSS&& TTUUTTOORRIIAALL Students can solve many questions involving different arithmetic operations.
Unit 2 Chapter 2.5 30 Activity 8: Mushroom Pegs Board Game Assessment and Intervention technique Intervention Technique Through Teaching Aids Aim : Fun mathematics learning tools Students can create mathematics number and operations creatively Strengthen students' understanding on the relation of word and number such as four candles can also be written in form of number : 4 candles. Material : Mushroom Pegs Board Game Help dyscalculia students to recognize the actual symbol of numbers since most of the time they write the numbers incorrectly in form of reverse symbol or upside down. SSCCAANNHHEERREEFFOORR TTUUTTOORRIIAALLPPLLAAYYIINNGG MMUUSSHHRROOOOMMPPEEGGSS BBOOAARRDDGGAAMMEE SCAN ME tutorial PLAYING MUSHROOM PEGS BOAARD GAME Instruction : Teacher will provide the Mushroom Pegs Board to the students. Teacher will give question to the students for example: Mary buy five green apples and three red apples, how many apples that Mary buy ? Write in terms of mathematic equation. Students can play around with the board to calculate other mathematic questions involving different operations.
Wooden Tangram Tangram puzzles let students develop many skills required like fine motor skills, visual perceptual skills, mathematical concepts, problem solving, attention, logical reasoning Shape Puzzle Unit 2 Chapter 2.5 31 Activity 9: Shape Puzzle and Wooden Tangram Puzzle Assessment and Intervention technique Intervention Technique Through Teaching Aids Aim : Improve understanding on concept of shapes. Material : Instruction : Teacher introduce basic shapes such as circle, square, triangle, and polygon. Teacher ask student to complete shape puzzle and explore the different shape and size for each of the puzzle pieces. Teacher enhance students understanding towards the mathematical concept of shape by asking them to complete the wooden tangram puzzle. SSCCAANNHHEERREEFFOORR TTUUTTOORRIIAALLPPLLAAYYIINNGG WWOOOODDEENNTTAANNGGRRAAMM PPUUZZZZLLEE SCAN ME tutorial PLAYING WOODEN TANGRAM PUZZLE Improve student understanding in classifying objects by shape and size.
Fruits and vegetables with price picture Help students understand mathematical operation involving money. Fake money Unit 2 Chapter 2.5 32 Activity 10: Shopping Game Money Assessment and Intervention technique Intervention Technique Through Teaching Aids Aim : Improve students' understanding on concept of money (able to recognize the value of money). Material : Instruction : Teacher introduce and explain the value for money. Teacher show example when mathematical operation such as addition and subtraction involved in money. Teacher provide the student with all the materials. Student are given the chance to shopping the fruits and vegetables that they like by adding it into trolley. Teacher ask the student to calculate the total cost of goods purchased by them. Improves student ability in managing finances in their daily life. Shopping trolley picture SCAN ME SHOPPING GAME MONEY SSCCAANNHHEERREEFFOORRAACCTTIIVVIITTYYTTOOOOLLSS RM 3 RM 7 RM 5 RM 1 RM 2
Mathematical Skills Apps/Tools Sequencing, Positioning, Pattern Recognition Montessori Bundle : Counting, Number Sequencing Dominoes : Dot Pattern Recognition Symbols-Recognition & Writing : Letters, Numbers, Shapes Math Symbols App: Common symbol for math operation Cool Kids Math Games App : Trace & Write Numbers Unit 2 Chapter 2.5 33 Activity 11: Online Games SSCCAANNHHEERREEFFOORR OONNLLIINNEEGGAAMMEESS SCAN ME ONLINE GAMES Apps or Tools to Develop key skills For more information about online activities that can assist dyscalculia learning, you can scan this QR code. Aim : Improving student disabilities with mathematical skills through online activities. Each of the online activities specifically designed to address dyscalculia or cater individualized learning needs. Engaging activities improving mathematical understanding among students. Instruction : Assessment and Intervention technique Intervention Technique Through Teaching Aids
Mathematical Concept Activities Addition and Subtraction Play Memory or Go Fish and Learn Penny- Candy Flash Card Game Adding Nines-trick How Much is a Million? Familty Facts Family Statistics Multiplication Learn 0 & 1Times Tables by Millions Learn 2,5 & 10Times Tables the Easy Way Money Your Little Shop Around the Corner Time Make your own clock What Time Is It? Unit 2 Chapter 2.5 34 Dyscalculia Toolkits SSCCAANNHHEERREEFFOORR DDYYSSCCAALLCCUULLIIAA TTOOOOLLKKIITTSS SCAN ME DYSCALCULIA tOOLKITS For more information about these Toolkits, you can download Toolkit Pdf and you can also scan this QR code. Aim : Fun activities using multi-sensory techniques to ensure dyscalculia kids develops a strong math foundation. Instruction : Author: Linda Silbert, Phd AlvinJ.Silbert EdD Content in Toolkits: Assessment and Intervention technique Intervention Technique Through Teaching Aids
Ways to Support Description Apply multiple assessment methods There are several components of dyscalculia that disrupt math learning, including the sensing numbers, the capability to calculate, and the ability to solve problems. The number of tools available for assessing dyscalculia is limited since currently there are only three (Michaelson, 2007 as cited in Pandy S.& Argawal S.,2014):- 1.Dyscalculia Screener 2.Standardized tests 3.Direct observation Make use of visual aids Dyscalculia often affects visual-spatial processing (process on how the brain identify objects in space), causing students to have difficulty understanding math concepts. They can better understand the material and demonstrate their knowledge by using visual aids such as diagrams, graphs, and pictures. Concentrate on strengths Often, students with dyscalculia excel in other areas, such as critical thinking and language skills. Assuring and highlighting these strengths can contribute to a student's confidence and motivation. Unit 2 Chapter 2.6 35 Intervention Technique Through Pedagogy Assessment and Intervention technique Intervention Technique Through Pedagogy It is understandable that dyscalculia may seem overwhelming at first, but as parents or teachers we can do a lot to support and help children with this learning disorder.
Ways to Support Description Provide accomodations Students with dyscalculia need accommodations to adapt, so teachers and parents should be aware of it, like giving them extra time, letting them use calculators, and getting their assignments modified, which will let them express their knowledge and skills more accurately. Seek the advice from a specialist For accurate assessment methods and accommodations, seek advice from a learning disabilities specialist or dyscalculia specialist. Organize information sessions Involve teachers and parents in information sessions about dyscalculia, its symptoms, and how it impacts learning. There are tons of ways to do this, including workshops, seminars, and online webinars. Create support groups Set up support groups where parents and teachers can share experiences, ask questions, and learn together. The groups can be online or in person, and they're facilitated by school counselors or learning specialists. Unit 2 Chapter 2.4 36 Assessment and Intervention technique Intervention Technique Through Pedagogy
Assessment and Intervention technique Review activity: Simulation Unit 2 Chapter 2.7 37 Review Activity: Simulation Whether it is Dyscalculia or not? If it is Dyscalculia, why do you say so? If it is Dyscalculia, what are some intervention that can be done? The trainer will delegate each of the participants a case and they would need to identify 1. 2. 3. Next, they would need to present their reason to others on a piece of mahjong or paper. Introduction to Simulation Case 1 Kay is a fifth-grade girl who diligently attends school, completes her homework, and puts in a lot of effort. Despite her intelligence, she struggles in both math and reading. Traditional tutoring methods did not yield significant improvements in her academic performance. After conducting various experiments, Kristin Montis, Kay's tutor from the University of Minnesota, concluded that Kay's difficulty lies in phonetics. She has trouble expressing ideas in words and often mishears or misinterprets written works, leading to incomplete understanding. In math, she faces challenges in articulating concepts like fractions, but she can interpret symbols and comprehend relationships between tangible objects. Case 2 Sam is a 6-year-old boy who excels in English and other subjects, but struggles specifically in math. He has previously been diagnosed with dyspraxia and faces some other challenges. The evaluator deny the struggle of math during this time. However, during a recent evaluation, it was found that Sam possesses exceptional verbal intelligence and skills, but exhibits difficulties in math-related tasks. Additionally, he has a slow processing speed and poor perceptual abilities.
Assessment and Intervention technique Review activity: Simulation Unit 2 Chapter 2.7 38 Review Activity: Simulation (Suggestion Ans) It is not unusual for student with dyscalculia to not improve her academic performance. How to determine she have dyscalculia? "She faces challenges in articulating concepts like fractions" Intervention? Montis was able to leverage Kay’s ability to interpret symbols to teach important concepts. For instance, fractions were reduced to diagrams and taught using manipulative objects such as pieces of paper cut into parts, or different-colored items representing quantities. As a result, she understood the concepts behind math. From there, it was necessary to teach her how to associate mathematical symbols with the concepts, a task that the case study doesn’t discuss. Case 1 Case 2 Sometimes the evaluator missed the math struggles because this is easy to do in early elementary. How to determine he have dyscalculia? "... but exhibits difficulties in math-related tasks. Additionally, he has a slow processing speed and poor perceptual abilities." Intervention? To address these weaknesses, Sam was given access to one-on-one math instruction and a computer program that’s intended to help children with dyscalculia. The tutoring employed tactile tools to help teach math concepts, while the computer program used other sensory approaches. 10 weeks later, Sam had made significant progress, nearly catching up to expectations. As a result, he was able to stay in a mainstream school with supports, rather than a specialist classroom. Approaching students with dyscalculia does not have a universal method and is typically tailored to the individual needs of each student, considering the unique nature of their challenges.
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Dyscalculia in Algebra: A Case Study Case study Further research Unit 3 Chapter 3.1 40 Overview : The aim of this study was to identify whether a person has dyscalculia or not, since it is very difficult to distinguish them with naked eyes. Lewis (2020) points out that students with dyscalculia cannot use all mathematical equipment. Although a study has been conducted to demonstrate how a person with dyscalculia solves fractions, none have been carried out in algebra (Lewis K.E. et al.,2022). To learn more about how Melissa, who was diagnosed with dyscalculia, works with algebra, a weekly videorecorded one-on-one design was conducted. This 19 weekly hourlong video recorded sessions reveal that she uses unconventional perspectives to comprehend algebra's symbols. Key words: Dyscalculia, distinguish, mathematical equipments, algebra. The number of specific studies focusing on dyscalculia is quite limited, so there are only a few decent studies on it, and here is an example of one of the most comprehensive and detailed studies concerning the condition.
Melissa was overly expansive in defining her unknown and that she sees 'unknown, and 'variables' as any non-numerical symbol (eg. +, π, x, m, ÷). Katie, the first author of this case study, became Melissa's educator. The unknown is represented by plastic eggs, which are marked as "x" and blocks for positive values. Katie later switched blocks into jellybeans and apply contextualized word problem to assist Melissa in focusing on the number of jellybeans in every egg. Case study Further research Unit 3 Chapter 3.1 41 A person with dyscalculia mostly having problems in solving arithmetic (Piazza et al.,2010 at cited in Lewis K,E et al.,2022), so the aim of this study is to see how this difficulties arises from. Objective: Excecution : The following diagram was derived from a study conducted by Lewis K.E. et al.(2020) also know as Katie in which provide insight on how a person with dyscalculia,Melissa see and solve mathematical questions specifically on algebra. Diagram taken from: https://files.eric.ed.gov/fulltext/EJ1341307.pdf
42 Case study Further research Diagram taken from: https://files.eric.ed.gov/fulltext/EJ1341307.pdf Unit 3 Chapter 3.1
43 Unit 3 Chapter 3.1 Case study Further research Diagram taken from: https://files.eric.ed.gov/fulltext/EJ1341307.pdf
44 Unit 3 Chapter 3.1 Case study Further research Diagram taken from: https://files.eric.ed.gov/fulltext/EJ1341307.pdf Here is another table that shows how Katie uses egg to represent variables x in explaining and correcting Mellisa's way of thinking and solving mathematical problems (rotate paper horizontally for a better view)
45 Unit 3 Chapter 3.1 Case study Further research Diagram taken from: https://files.eric.ed.gov/fulltext/EJ1341307.pdf
46 Unit 3 Chapter 3.1 Results : Melissa's attempts to solve for x were mostly unsuccessful during the first two algebraic sessions. As a way to help Melissa make sense of unknowns, we introduced eggs and cubes in the next session (session 7). In session 8, when she was having difficulty interpreting the coefficients, the tutor asked her to describe the problem in words. As a result of her inability to understand valid and invalid transformations of equations, we introduced the scale as a model for solving for x in session 9. Melissa was concentrating more on the total number of blocks on the scale than the amount in each egg, so we introduced word problems (and switched from blocks to jelly beans) in session 15. In this context, it is important to note that the goal of this instructional activity is not that she will solve all the problems correctly, but to provide her with the tools to make sense of and access the material. Conclusion : This case study provides a unique perspective on how a person with dyscalculia struggles to understand mathematical concept, in this case algebra. For these people, solving mathematical problems usually requires alternative tools. The lack of proper handling of this learning disorder can have a detrimental effect on the individual's academic career. Case study Further research
SUMMARY 47 Dyscalculia is a cognitive disorder that affects individuals of all ages, from those who are as young as 4 years old to adults older than 18. It generally affects a person's ability to think and solve problems relating to mathematics as well as how they approach thinking and learning mathematics. Thus, they are unable to understand what numbers mean, can't differentiate between symbols and variables, etc. There are a variety of methods to assess or diagnose dyscalculia, ranging from simple methods such as a 2- dimensional puzzle stick, paper plate pizza fractions, to advanced methods, such as a dyscalculia screener, standardized tests, and direct observation. Teachers can use the simple method to determine whether their suspected students may have dyscalculia and then seek the assistance of a specialist for further consultation. In addition, the case study provides insights into how individuals with dyscalculia think and strategies for coping with the condition.
REFERENCES Dyscalculia: What It Is, Causes, Symptoms & Treatment. (n.d.). Cleveland Clinic. https://my.clevelandclinic.org/health/diseases/23949- dyscalculia#:~:text=Dyscalculia%20is%20a%20learning%20disorder Gavin R. Price, D. A. (2018). Dyscalculia: Characteristics, Causes, and Treatments . Numeracy, 1-18. KWANTLEN POLYTECHNIC UNIVERSITY. (2023, JUNE). Spaced Repetition: Remembering What You Learn. Retrieved from KPU LEARNING CENTRES: https://www.kpu.ca/sites/default/files/Learning%20Centres/Think_Sp acedRepetition_LA.pdf Kristine K. Montis, M. S.-M. (2009). WHEN STUDENT PERPETUALLY STRUGGLES. Minnesota State University: National Council of Teachers of Mathematics. Lewis, K., Sweeney, G., Thompson, G., Adler, R., & Alhamad, K. (2022). Dyscalculia in Algebra: A Case Study. Insights into Learning Disabilities, 19(1), 3–36. https://eric.ed.gov/?id=EJ1341307 Pandey, S., & Agarwal, S. (2014, April 1). Dyscalculia: A Specific Learning Disability Among Children. ReserachGate. Phd, L. S. (2009). Dyscalculia Toolkit. How singing, playing games and other fun activities can help defeat math disabilities, 2-38. https://www.researchgate.net/publication/262188807_Dyscalculia_A _Specific_Learning_Disability_Among_Children Talam Josephine Chepkorir, J. J. (2021). Intervention Measures and Teaching Strategies Enhancing Mathematics Teaching to Dyscalculic Learners in Pub;ic Day Secondary Schools in Kericho Country. International Journal of Research and Innovation in Social Science (IJRISS), 2454-6186.